New Ways Of Assessment Research Articles

What drives innovativeness in higher education? Evidence from two emerging markets

PurposeProsperity and growth of emerging economies rely heavily on the innovativeness of higher education institutions (HEIs) and their ability to provide employable graduates with entrepreneurial competencies and flexibility in the assessment of their progress in gaining knowledge. The innovativeness of the higher education system is not always reflected through optimal educational content, innovative study programs, skills improvement, assessment methods, etc. The study aims to analyze and evaluate how selected internal factors, reflected in organizational support for innovativeness of HEIs, and external factors reflected in government support for innovativeness of HEIs determine the innovativeness of HEIs, as one of the key determinants of economic prosperity.Design/methodology/approachThe authors analyzed three facets of higher education innovativeness, i.e. graduates' employability, entrepreneurial competencies and new ways of assessment. The sample included 664 students from the University of Kragujevac, Serbia, and the University of Maribor, Slovenia. The authors applied structural equation modeling (SEM) to examine relations.FindingsThe results clearly show that in order to become the driver of development in emerging economies, universities must act in different directions, focusing on different organizational drivers of innovativeness, such as academic autonomy of teachers, student participation in curricula design, enhancing new ideas and compensation system, provide resources etc. Organizational support and government for innovativeness of HEIs affect students' entrepreneurial and social skills, creative thinking, leadership, interactive competencies and knowledge-skill-attitude. Assessment tasks and associated learning should be redesigned to enable students to be involved in the evaluation of their work.Originality/valueThe study strives to reduce the research gap identified in the field of researching the drivers of innovativeness in higher education and offers implications for emerging markets regarding various factors that determine the innovativeness of HEIs and consequently contribute to fostering innovation and entrepreneurship in emerging markets. Originality derives from the fact that even though the authors have explored HEIs in Serbia and Slovenia, the results are fully transferrable to other former socialist states, considering their similar socio-economic and educational background. Results of this research complement the understanding and provide new knowledge for further development of innovativeness in HE.

Effect of feedback through dynamic assessment on EFL field-dependent and field-independent learners’ speaking skill development

IntroductionTesting and assessment tools evaluate students’ performance in a foreign language. Moreover, the ultimate goal of tests is to reinforce learning and motivate students. At the same time, instructors can gather information about learners’ current level of knowledge through assessment to revise and enhance their teaching. This study aimed to investigate the effect of Dynamic Assessment on Iranian English as a Foreign Language (EFL) learners’ speaking skills by considering language learners’ cognitive styles (field dependence and field independence).MethodsFor this purpose, 60 Iranian intermediate-level EFL female learners were selected through convenience sampling from three language institutes with similar teaching methods in Shiraz, Iran. The current study has a quasi-experimental design since randomization was impossible. First, the authors used the Nelson Proficiency test and interview to determine the participants’ proficiency level and speaking ability, respectively. Next, they took the group embedded figures test (GEFT) to determine the participants’ type of cognitive style (field dependence or field independence). Next, the participants were randomly assigned to two experimental (FD and FI learners with the dynamic assessment) and two control groups. Paired and independent-sample t-test were applied to analyze the data.Results and discussionResults revealed that although dynamic assessment was effective for both experimental groups, the Field-dependent group with dynamic assessment outperformed the other. Thus, it can be concluded that in addition to the dynamic assessment, language learners’ cognitive style can also play a vital role in increasing the assessment effectiveness. This type of assessment attracts instructors’ attention to learners’ potential to help the language learners gradually improve their performance. In addition, language institutes can introduce this new way of assessment in their advertisements and attract more students, leading to higher income and publicity for them.

A Domain-Specific Language for generating tasks from Programs Source Code

Approaches to task generation for various disciplines are discussed, mentioned that a parameter method cannot be applied to programming. The authors developed an application of the idea of a constructive-selective method for creating programming tasks. A task created for constructive-selective methodical contains a set of components, from which a student makes up his answer (a program). Application of this method allows diversifying of tasks in programming and creates a new way of assessment based on the content of the answer. It’s also allows to grade both fully and partially correct answers. The main concepts of the model for representing programming tasks are illustrated by examples. The domain-specific markup language and its translator that allows generating tasks from a teacher’s program source text are proposed. An example of a translator usage is given.

Evaluating Nursing Students’ Perception toward Use of E-Portfolio as an Innovative Learning Strategy for Student Assessment

Portfolios have been advocated in nursing education to help student link theory and practice. E-portfolio has the advantage of allowing students to record, assess, and reflect upon their learning. Aim: This study aimed to evaluate nursing students’ perception toward use of e-portfolio as an assessment tool through the following: (1) Assessment of nursing students’ computer skills and knowledge about electronic portfolio. (2) Conducting theoretical and practical educational sessions about building e-portfolio. (3) Evaluating the nursing students’ perceptions regarding use of electronic portfolios as an assessment tool. Study design: A descriptive exploratory research design was used to conduct this study. Setting: This study was conducted in classroom and computer laboratory at Faculty of Nursing, Ain Shams University, Cairo, Egypt. Subjects: A convenience sample of all nursing students (n=200) during the academic year 2015/2016 were recruited to participate in this study. Data collection tools: (1) Students' assessment questionnaire: to assess nursing students' previous experience regarding computer skills and previous knowledge about e-portfolio. (2) Self-administered students' perception questionnaire regarding use of e-portfolio. (3) E-portfolio Gen-software was used to allow students to build e-portfolio. (4) Self-administered students’ opinionnaire regarding the theoretical and practical educational sessions. Results: Regarding overall perception related to e-portfolio, most of the students (92%) reported that, is a good program and social media through which they can communicate easily with their teachers and colleagues and can share knowledge, ideas, opinions and clinical experiences with others. Nearly two thirds of the students (66%) reported that, their experience with e-portfolio has been positive and the majority of them (82%) stated that creating e- portfolio was an interesting activity. Conclusion: The majority of the nursing students perceived the e-portfolio as a new way of assessment because it is creative, fun, interactive and stimulating. Recommendations: It is recommended to use the e-portfolio as an assessment tool for nursing students, in addition to conducting other researches to evaluate the effectiveness of e-portfolio as a learning tool.

ASSESSMENT AS A DIAGNOSTIC PROCEDURE OF FORMING THE FINAL RESULTS OF TEACHING MATHEMATICS

The article discusses the idea of assessment as a diagnostic procedure of forming the final results of teaching mathematics. There is an explanation of priority, role and place of using diagnostics in teaching process. At the same time the procedure of assessment is a mechanism of diagnostics in the process of teaching mathematics, which performs the function of education quality management, realizing complex approach to the assessment of the results of learning and assessment of individual achievements of students. Multifunctionality and multifold of assessment category are in the variety of different approaches to the definition of that phenomenon. The necessity of creating a new approach to the assessment of final results based on the Federal State Educational Standard of Secondary Education is argued. Transision to the «criterion-based», substantial assessment and to learners’ individual process assessment is suggested. The meaning of the concept «universal educational activities» as «knowledge in activities» is discussed and the ability of using knowledge gained in practice is explained. The modern structure of control and assessment system is described. New ways of assessment are analyzed, such as forming assessment and summary assessment. The method of self-assessment in forming assessment is possible. The author’s structure of forming assessment and the algorithm of criteria assessment are given. The meaning, function and tools of summary assessment are described. There is a conclusion that purposeful usage of criterion assessment in teaching process lets learners become more active in assessment of their studying results.

Technology-savvy career counselling.

Career concerns are often mentioned by clients seeking not only career counselling, but also mental health counselling. Typically, these career concerns fall into 2 main categories: career decision making and job-search needs. Technology, in the form of websites, social media, and applications, has expanded the resources available to today';s counsellors. We explored multiple technological tools that might accompany each step of the career decision-making process, organized through the lens of cognitive information processing theory, as well as the job-search process. Regardless of the professional identity or primary focus of counselling services provided by the counsellor, having knowledge of career-counselling websites, tools and strategies such as those presented in this paper will ensure that clients are equipped with the tools necessary to address their career concerns.Keywords: technology, career counselling, social media, apps, telepsychologyResumeLes preoccupations en matiere de carriere sont souvent mentionnees par les clients desirant recourir a des services d'orientation de carriere mais aussi par ceux qui recherchent de l'aide en sante mentale. Generalement, ces preoccupations en matiere de carriere se divisent en deux grandes categories : la prise de decisions relatives a la carriere et les besoins en matiere de recherche d'emploi. La technologie, qu'elle soit sous forme de sites web, de medias sociaux ou d'applications, a considerablement augmente le nombre de ressources a la disposition des conseillers en orientation d'aujourd'hui. Nous avons explore de nombreux outils technologiques susceptibles d'accompagner chacune des etapes du processus de prise de decision, tant dans la perspective du traitement cognitif de l'information que du processus de recherche d'emploi. Peu importe l'identite professionnelle ou le principal objectif des services d'orientation fournis par le conseiller en orientation, le simple fait d'etre au courant des sites web, outils et strategies en matiere d'orientation de carriere abordes dans le present article, permettra d'assurer que les clients soient adequatement outilles pour repondre a leur preoccupations en matiere de carriere.Mots-cles: technologie, orientation de carriere, medias sociaux, applications, telepsychologie.According to the U.S. Bureau of Labor Statistics (2013) (http:// www.bls.gov/tus/charts/), Canadians spend an average of 36.6 hours at work each week (see also Employment and Social Development Canada, 2014; http://www4.hrsdc.gc.ca/.3ndic.1t.4r@eng.jsp?iid = 19). Similarly, Americans spend the majority of an average day (8.8 hours) working (sleeping came in second at 7.7 hours). With the majority of our waking time being spent at work, it is no wonder that career-related issues are often woven into conversations with mental health practitioners, even when the presenting concern is not career-related. Thus, having knowledge and skills to help clients with their career issues is essential.Today';s advances in technology have moved beyond websites to social media (SM) tools such as blogs, applications (apps,) and social networking tools that offer new ways of assessment and providing information. These tools create opportunities for psychologists to enhance service delivery and to connect with clients outside of the traditional office setting. In addition, Gati and Asulin-Peretz (2011) suggested that it is important for career practitioners to increase the use of technology in the careercounselling process. In this manuscript, we aimed to review literature, present technologies relevant to career decision-making and job searching, provide ideas for how technology can be used to enhance and extend the service delivery of psychologists, and identify and address some of the challenges in using technology in counselling. But first, we turn our attention to career issues commonly experienced by clients.Career Issues Commonly Experienced by ClientsThe National Career Development Association (2009b) identifies six key areas that are typically addressed during career counselling: learning about self, obtaining occupational and educational information, enhancing decision-making and career planning, coping with career challenges and transition issues, conducting a job search, and applying for training and further education. …

Listen to This! Utilizing Audio Recordings to Improve Instructor Feedback on Writing in Mathematics

Providing audio files in lieu of written remarks on graded assignments is arguably a more effective means of feedback, allowing students to better process and understand the critique and improve their future work. With emerging technologies and software, this audio feedback alternative to the traditional paradigm of providing written comments seems a natural progression to improve student learning. Its utility is especially significant for feedback on writing in mathematics, when it becomes easier for instructor corrections to not only point to deficiencies, but also offer more in depth explanations on the root causes of error in student formulations or mathematical modeling. This paper details the benefits of implementing an audio feedback technique for writing in mathematics, and provides results of a case study performed during four semesters of a collegiate freshman mathematics course. Given instructor initiative and startup time to acclimate to this new way of assessment, the benefits of the audio feedback alternative towards student learning appear substantial.

Zonage radiologique d’un service de médecine nucléaire : exemple de l’hôpital d’instruction des armées Sainte-Anne

According to the ministerial order of May 15th, 2006 (transposition of the EURATOM directive 96/29 from May 13th, 1996), each person in charge of a medical institution is compelled to classify the working areas dealing with sources of ionizing radiation. The approach to the delineation of radiological areas should appear in an internal document combining the analysis of heath risks. Without waiting for the publication of the official guidelines as announced in the notice DGT/ASN no. 1 of January 18th, 2008 and in accordance with the above mentioned order, we have already formalized the different steps towards a zoning in the new nuclear medicine department in the Military Hospital Ste Anne of Toulon by using a detailed methodology to measure exposition and contamination levels. The methodology is largely based on measurements and consideration of normal envelopes. Analysis of integrated doses over an hour in a room can ultimately determine radiological areas. We apply the new recommended values to define the different classified zones according to their specificity and discuss this new way of assessment of exposure risks as well as the consequences on the different staff categories concerned.

The noise induced harmful effects assessment using psychoacoustical noise dosimeter

A new way of assessment of noise‐induced harmful effects on human hearing system was presented in the paper. Employing the developed psychoacoustical noise dosimeter the new indicators of noise harmfulness were verified on the basis of hearing examinations and noise measurement results. The indicators were based on some psychoacoustical properties of the human hearing system and, at the same time, on evaluation of the time and frequency characteristics of noise. Additionally, time properties of the Temporary Threshold Shift are calculated during the noise exposure. The evaluation of the proposed indicators were conducted on the basis of hearing examinations in the real noise exposure situations and also on the basis of simulation results employing standard test signals (such as: white, pink and brown noise). The standard noise dose analysis results were also presented for the purpose of comparison. The performed analysis and obtained results confirmed correctness and practical usefulness of the proposed indicators.

MOKSLEIVIŲ GEOGRAFIJOS ŽINIŲ VERTINIMAS: PRINCIPAI, FORMOS, METODIKA

According to scientists, assessment is tightly connecting teachers, students, parents, school administration. Teacher’s (assessor’s) role is becoming especially important because school reform has changed attitude towards assessment and has created favourable conditions for new ways of assessment. Assessment can show student’s achievement qualitative and quantitative value. Students’ knowledge assessment shows what is known well or weak. Knowledge testing and assessing have a positive result when it is being checked systematically. But it is not good to assess only acquired knowledge. It is very important to make knowledge system, to deepen, to activate students. It is also important to find out how students use theory in practice. If you want to assess correctly, you need to know the forms and kinds of assessment. It is very important not to forget that students must know what they are to remember, because it is impossible to memorize everything. All students want to get good marks. There are several reasons why students react sensitively. From marks parents judge about their child’s abilities and even future profession. On the one hand knowledge assessment gives positive emotions, on the other hand, it gives negative ones. Thus, teachers have to be very careful while checking and assessing. Students themselves need to be assessed, because they can’t know if they study well. Geography teacher has got very wide possibilities to check students’ knowledge and skill. But the most important thing is that students’ knowledge become deeper and stronger if they are checked up systematically and interestingly. Key words: knowledge assessment, assessment system, kinds of assessment, forms of assessment, assessment principles and criteria

Chat as Media in Exams

The paper reportsdocuments our experiences using chat as a medium for exams in a so-called flexible education. The type of education is adult learning and planning of education. The experiences show some interesting results. It is a very different way of communicating, which leaves a new level of initiative and control to the student. A new way of assessment has qualified the study process, and this work has examined one way to do virtual assessment.

An assessment of the state of grain mixture with the use of the method of statistical reduction

A new way of assessment of the state of a granular mixture is presented in this paper. It is based on the method of statistical reduction and it enables a more precise assessment to be made of the state of a grain mixture as compared with other methods, especially when the mixture represents a large population. The new method is illustrated by a computational example.